Abstract
ABSTRACTThis article discusses the proliferation of early learning, pedagogical and curriculum frameworks and guidelines encompassing infants and toddlers in early childhood education and care (ECEC) settings, and argues for the need to build a cumulative and ideally cross-national knowledge base about the impact of such frameworks and guidelines. To this end, and within the context of Australia’s national ECEC curriculum framework, Belonging, being & becoming: The early years learning framework for Australia (the EYLF), it then outlines the study protocol for the Babies & Belonging project that is investigating infants’ experiences of belonging in ECEC centres.
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